Stephanie Loomis
National Coalition of Independent Scholars, Independent Scholars, Department Member
- METHODS AND MODELS IN TEACHING ETC, MOOCs, Digital Literacies, Participatory Culture, Social Media, Pop Culture and philosophy, and 11 moreNew Media, Social Network Analysis, e-research, Link analysis, Social Network Sites, Twitter, Facebook, Political Communication, Digital Media And New Literacies, Digital Literacy, English Language Arts, New Literacies, Literacy, Twitter, Interactive and Digital Media, Digital Media, Literacy, Pop Culture, Text, and Humanities, English Language Teaching, Literatureedit
Our purpose for researching self-sponsored creative composing online was to explore ways in which the cultural practice of digital remix might mediate connections among participants in a study conducted on a Creative Commons website.... more
Our purpose for researching self-sponsored creative composing online was to explore ways in which the cultural practice of digital remix might mediate connections among participants in a study conducted on a Creative Commons website. Specifically, we asked to what degree, if any, might digital remixes inspire or arouse feelings of connection with and through the creator and the created? A conceptual framework that took into account a case study design, the cultural practice of digital remix, and people's reported feelings associated with that practice fell well within the realm of a post-intentional approach to studying the phenomenon of digital remix. A total of 82 remixes, 51 fragments, and 56 blogs were available for analysis. Using a five-step analytic procedure developed by the authors, we conducted 26 individual semi-structured interviews. Implications based on the data from those interviews, along with separate content analyses of the digital remixes, are discussed.
Research Interests: Material Culture Studies, Digital Media, Posthumanism, Critical Posthumanism, Digital Media And New Literacies, and 10 moreOnline Media, Remix Culture, Entanglements, Digital Citizenship, New media, Social Network Sites and Youth Practices, Youth Online sociability and Identity, Media and Digital Literacies, Participation and Civic Engagement, and Tensions between Public and Private, Remix Practices, Remixing, Digital Ethics, Phenomenology of Feelings, and post intentional phenomenology
Our purpose for researching self-sponsored creative composing online was to explore ways in which the cultural practice of digital remix might mediate connections among participants in a study conducted on a Creative Commons website.... more
Our purpose for researching self-sponsored creative composing online was to explore ways in which the cultural practice of digital remix might mediate connections among participants in a study conducted on a Creative Commons website. Specifically, we asked to what degree, if any, might digital remixes inspire or arouse feelings of connection with and through the creator and the created? A conceptual framework that took into account a case study design, the cultural practice of digital remix, and people's reported feelings associated with that practice fell well within the realm of a post-intentional approach to studying the phenomenon of digital remix. A total of 82 remixes, 51 fragments, and 56 blogs were available for analysis. Using a five-step analytic procedure developed by the authors, we conducted 26 individual semi-structured interviews. Implications based on the data from those interviews, along with separate content analyses of the digital remixes, are discussed.
Research Interests: Literacy, Digital Literacy, Digital Media, Online Instruction, Digital Literacies, and 8 moreOnline Media, Remix, New media, Social Network Sites and Youth Practices, Youth Online sociability and Identity, Media and Digital Literacies, Participation and Civic Engagement, and Tensions between Public and Private, Digital Arts and Humanities, Entanglement, Emotions, Feelings, Brain, Remix Studies, and Theory of Entanglement
Remix, a type of digital multimedia composition created by combining existing media to create new texts offers high school teachers a non-traditional approach to teaching English Language Arts (ELA). As technology in the U.S. has become... more
Remix, a type of digital multimedia composition created by combining existing media to create new texts offers high school teachers a non-traditional approach to teaching English Language Arts (ELA). As technology in the U.S. has become more accessible and affordable, literacy practices outside school classrooms have changed. While there is a growing body of research about remix and remix culture, most of it is set outside the ELA classroom by focusing on activities after school hours or specialty courses in creative writing or technology classes. Teachers’ points of view are largely left out of studies that examine in-school experiences with remix. Additionally, existing studies are often set in either higher education or elementary schools. This case study sought to understand how two high school ELA teachers experienced using remix as a tool for teaching and how practicing remix informed their pedagogies. The study revealed insight into why teachers find it challenging to practic...
This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already... more
This chapter considers the affordances of smartphones as tools for arts integration in English language arts classrooms. It discusses the importance of students as creators of content and how teachers may capture the social tools already within student possession to function as learning tools as well. Arts-based instruction is briefly discussed as an important element for students' full participation in the multiliteracies that make up much of communication in modern society. While literacy in the form of reading and writing must always be the goal of the ELA teacher, it is also important to recognize the role of multiple literacies as legitimate forms of text. The chapter also includes specific ideas for students' smartphone compositions that teachers may consider.
Research Interests:
Online learning has been promoted as an educational innovation with tremendous potential. Originally framed as Massive Open Online Courses (MOOCS), large-scale, open, online learning experiences have already gained significant attention... more
Online learning has been promoted as an educational innovation with tremendous potential. Originally framed as Massive Open Online Courses (MOOCS), large-scale, open, online learning experiences have already gained significant attention under the dichotomized umbrellas of either revolutionizing education or failing our school system. Often missing from this conversation is the recognition that MOOCs can be implemented in a variety of ways, from traditional instruction that is merely housed online to highly innovative pedagogical approaches. To provide a third space for teaching and learning in higher education institutions, we modified this original framing of MOOC to develop our own Mentored Open Online Community (MOOC). We moved to a mentoring ecosystem to provide a space distinct from the face-to-face or online discussion forums typical in higher education classrooms. Our goal was to develop a dynamic, hybrid community that allows educators and participants to share, connect, and develop a personal learning network.
Research Interests:
Our purpose for researching self-sponsored creative composing online was to explore ways in which the cultural practice of digital remix might mediate connections among participants in a study conducted on a Creative Commons website.... more
Our purpose for researching self-sponsored creative composing online was to explore ways in which the cultural practice of digital remix might mediate connections among participants in a study conducted on a Creative Commons website. Specifically, we asked to what degree, if any, might digital remixes inspire or arouse feelings of connection with and through the creator and the created? A conceptual framework that took into account a case study design, the cultural practice of digital remix, and people's reported feelings associated with that practice fell well within the realm of a post-intentional approach to studying the phenomenon of digital remix. A total of 82 remixes, 51 fragments, and 56 blogs were available for analysis. Using a five-step analytic procedure developed by the authors, we conducted 26 individual semi-structured interviews. Implications based on the data from those interviews, along with separate content analyses of the digital remixes, are discussed.
Research Interests:
Diversity, equity, and inclusion policies drive education. The stakes are high and teachers of certain faith traditions are often seen as an enemy of modern definitions of diversity, equity, and inclusion. Christian teachers, especially,... more
Diversity, equity, and inclusion policies drive education. The stakes are high and teachers of certain faith traditions are often seen as an enemy of modern definitions of diversity, equity, and inclusion. Christian teachers, especially, often must bear the burden of having to choose between their sincerely held religious convictions and a secular process sometimes antithetical to a Christian belief system. Christians view humanity as the Imago Dei, the image of God. DEI began as a noble pursuit, but in truth, it uses a philosophic framework that creates an “us vs them” approach. Imago Dei seeks reconciliation and equal value and dignity for all people because of their place in creation. DEI and Imago Dei are not the same, but they can coexist if dialogue precedes dictates and teachers of faith are granted freedom to practice treating all students as image bearers of God.